The Army Learning Concept (ALC) for 2015 discusses a continuous adaptive learning model and multiple 21st century competencies that have been described as critical for U.S. Army Soldiers if the Army is to maintain its competitive advantage into the future. Unfortunately, neither the ALC for 2015 nor the Army Training Concept (ATC) for 2012-2020 provide an instantiation of a model or a description of how to integrate or employ new ideas or approaches into training and education programs and activities to obtain the desired 21st century competencies. Attempts at transitioning training and learning environments from traditional “brick and mortarâ€� settings to the “point of needâ€� leveraging new multi-media technologies and approaches are numerous and ongoing. These efforts have not been coordinated, synchronized or similarly assessed due to the lack of an integrated framework. This paper conveys a possible solution derived using experiential learning theory and skill acquisition research conducted by Dreyfus and Dreyfus (1980). The Dreyfus model is inlaid into a current military career, creating the framework for the development and use of experiential learning inventories (ELI) and competence-based assessments (CBA). Examples of existing CBA are provided and recommendations supporting the development of ELI are discussed. The data implications of this proposal are acknowledged. It is believed that if ELI and CBA are used and punctuate a career (e.g. upon initial entry, upon arrival to and exit from duty assignments, pre- and post- training/education, prior to promotions, etc.) they will help to inform the development and refinement of new and existing instructional methods and technologies useful for training and educating the current and future force. Additionally, the information obtained from ELI and CBA will help to support the efforts of human resource managers and commanders in their efforts to manage their human capital talent.